Faculty of Education · Secondary School Mathematics Education · Undergraduate
Course Objective
To ensure that prospective teachers have knowledge about algebra, algebraic thinking and basic algebraic concepts, which are one of the basic areas of mathematical knowledge, to develop their knowledge and skills in teaching algebraic concepts, to have an idea about student information on this subject and to establish the relationships of these subjects with daily life and other courses.
Course Content
Historical Development of Algebra, Algebraic thinking, the importance of algebraic thinking in mathematics teaching; pre-algebraic period; arithmetic-algebra relationship; generalized arithmetic and functional thinking; basic algebraic concepts; different representations in algebra teaching; teaching of variables, algebraic expressions, equality and equations, linear equations, identities and inequalities (organizing the course content, using appropriate teaching materials and strategies, etc.); student knowledge on these subjects (understanding and interpreting student thinking on concepts, knowing the difficulties, mistakes, misconceptions and their reasons); the relationship of these subjects with daily life and other courses.
Required Resources
1- Van de Walle, J.A., Karp, K.S., & Bay Williams, J.M. (2013). Elementary and middle school mathematics: Teaching developmentally. 8th Edition. Boston: Pearson.
2- Cebir Öğretimi, Murat Altun.
3- Getting Students Ready for Algebra I, Southern Regional Education
Board.
4- Teaching Algebra with Manipulatives, Glencoe/McGraw-Hill.
5- Secondary Algebra Education, Paul Drijvers.
6- Teaching Secondary Mathematics, Published by the Student Learning Programs Division Office for Government School Education.
High School Algebra: The Cycle Shop, Dennis M. Walcott Chance allor
Recommended Resources
Soyut Cebir Çözümlü Problemleri, Gürsel Yeşilot, Muttalip Özavşar, Nobel Akademik Yayıncılık, Ankara, 2013
Course Learning Outcomes
- To be able to carry out ideas about abstract concepts
- Mastering the basic concepts of algebra
Core Area Distribution
Teaching Methods
Assessment & Evaluation
ECTS / Workload
| Activity | Quantity | Duration (h) | Total Workload |
|---|---|---|---|
| Course Duration (Including Exam Week) | 16 | 2 | 32 |
| Out of Class Study Period | 16 | 4 | 64 |
| Midterm | 1 | 8 | 8 |
| Quiz | 0 | 0 | 0 |
| Assignment | 0 | 0 | 0 |
| Practice | 0 | 0 | 0 |
| Final | 1 | 12 | 12 |
Course Schedule
| Week | Subject | Preparation |
|---|---|---|
| 1 | History of Algebra Teaching | Do a preliminary study on the relevant section |
| 2 | The importance of algebraic thinking in mathematics teaching | Do a preliminary study on the relevant section |
| 3 | Arithmetic-algebra relationship | Do a preliminary study on the relevant section |
| 4 | Basic algebra concepts; different representations in teaching algebra; variable, algebraic expression | Do a preliminary study on the relevant section |
| 5 | Equality and equation, linear equations | Do a preliminary study on the relevant section |
| 6 | Identities and inequalities | Do a preliminary study on the relevant section |
| 7 | Khwarizmi’s understanding of teaching algebra | Do a preliminary study on the relevant section |
| 8 | Midterm | Midterm |
| 9 | Teaching basic concepts related to algebra | Do a preliminary study on the relevant section |
| 10 | Materials that can be used in teaching algebra | Do a preliminary study on the relevant section |
| 11 | Relationship of algebra with daily life and other courses | Do a preliminary study on the relevant section |
| 12 | Teaching strategies that can be used in teaching algebra | Do a preliminary study on the relevant section |
| 13 | Indicators of Algebra Preparation | Do a preliminary study on the relevant section |
| 14 | Detection of sources of error in solving equations | Do a preliminary study on the relevant section |
| 15 | Proficiency levels in teaching algebra | Do a preliminary study on the relevant section |
| 16 | Final Exam | Final Exam |